Romance Languages and Literatures

ELEMENTARY LANGUAGE COURSES. Students who intend to continue
a language begun in high school must see an academic advisor to
determine the course level at which they will start their college
language instruction. College or university transfer students
may see M.P. Hagiwara or H. Neu for advising.

Courses in French
(Division 371)

Elementary Language Courses

Students who intend to continue a language begun in high school
MUST take a placement test to determine the course level at which they will start their college language instruction. It is strongly
recommended that students who began French at another college
or university also take the placement test.

101. Elementary French. Credit is not
granted for more than two courses from French 101, 102, and 103.
(4). (FL).

Students with one-two years prior study of French may elect this course only by permission of an LSA academic advisor or of the department and should enroll in sections 001-013. Students
with absolutely no previous study of French are encouraged to
enroll in sections 014-019. (These special sections are offered
in fall term only. The sequence French 101/102 presents the essential
elements of French grammar and vocabulary which students need
(1) to understand the French of everyday life when spoken at moderate
speed; (2) to be understood in typical situations of everyday
life; and (3) to read non-technical French of moderate difficulty.
French structures are taught in class through many communication
exercises stressing listening and speaking. Readings on subjects
dealing with French culture and civilization are introduced toward the end of French 101, with an increased amount in French 102.
Classes meet four times per week in sections of 20 to 25 students.
Homework consists of studying grammar, writing exercises and compositions, and laboratory work (l l/2 – 2 hours per week) on pronunciation, structural exercises, dialogues, and listening comprehension.
There are weekly quizzes as well as course-wide midterm and final
examinations, listening comprehension and speaking tests.

SECTION 020 – PERMISSION OF COMPREHENSIVE STUDIES PROGRAM (CSP).

102. Elementary French, Continued. French
101 or equivalent. French 102 may be followed by 231. No credit
granted to those who have completed 103. (4). (FL).

See French 101. French 102 is NOT open to students who have
begun instruction at the high school level. College or university
transfer students who have received credit for one term are encouraged
to enroll in French 103 or 102. It is strongly suggested that
transfer students see H.Neu or M.P.Hagiwara for advice re placement
in the appropriate course.

103. Review of Elementary French. Assignment
by placement test. No credit granted to those who have completed
102. (4). (FL).

Students elect this course by permission of an LSA academic
advisor or of the department. It is for those with previous study
of French (normally 1-3 years in high school or 1 term of college
or University French not at University of Michigan) whose proficiency
is not sufficient for second-year work. The course objectives
and methods of instruction are identical to those of French 101/102.
It moves at a rapid pace, covering about 60 percent of the French
101 materials by midterm, and about 60 percent of the French 102
material by the end of the term. Classes meet five times per week
in sections of 20-25 students. Homework is similar to French 101
and 102, but its daily amount is up to 60 percent more than in
either French 101 or 102 because of the rapid pace. Examinations
are similar to 101/102, and the final examination is identical
to that of French 102.

French 205/206 are informal mini-courses with emphasis on self-expression
in conversational French. (Only French 205 is offered in Fall
Term). It is for students who would like to keep up with their
knowledge of the language. Class work consists of studying the
essential vocabulary, reading of simple journalistic prose, and conversation based on the reading material. Classes meet twice
a week in sections of 20-24 students. There are no examinations, and the grading is Credit/No Credit only, determined on the basis
of attendance, homework, and participation in classroom activities.

231. Second-Year French.
French 102, 103, or equivalent; or assignment by
placement test. No credit granted to those who have completed
112 or 230. (4). (FL).

Students whose last French course was NOT at U of M Ann Arbor
must see an academic advisor for placement. Students enrolling
in French 231 are assumed to have completed at least 3 years of
high school French, French 102 or 103 here, or equivalent. The
sequence French 231/232 is built upon the work done in French
101/102. It presents intensive and comprehensive grammar review, study of finer points of French structure, and the reading of
journalistic prose, short stories, and plays. In addition, French
232 has outside reading: students read a book on their own, discuss
it in class, and take a reading comprehension test. The proficiency
gained by the end of French 232 should enable students to express themselves in French on subjects of intellectual interest, to
understand conversations on such topics, and to read unedited
French text at sight with a high degree of direct comprehension.
Classes meet four times per week in sections of 20-25 students.
Homework consists of grammar study, writing exercises, and laboratory
work (30 minutes per week). There are weekly quizzes as well as
midterm and final examinations. Both courses also have listening
comprehension and speaking tests, and 232, in addition, has an
outside reading test.

232. Second-Year French, Continued. French
231 or equivalent; or assignment by placement test. No credit
granted to those who have completed 112 or 230. (4). (FL).

Special Elementary Reading Courses

French 111 and 112 are designed for juniors, seniors, and graduate
students interested in gaining a reading knowledge of the language.
Completion of these courses does not satisfy the LSA language
requirement.

111. First Special Reading Course. No
prerequisite; may not be elected for credit by undergraduates
who have received credit for college French. No credit granted
to those who have completed 101, 102, or 103. (4). (Excl).

This course is for undergraduate and graduate students who
would like to gain a good reading knowledge of French in one term.
The essentials of French grammar as well as vocabulary and idioms
are presented for passive recognition, followed by translation
and sight-reading exercises on materials taken from both humanities
and sciences. The skills gained in the course should enable students
to read technical writings of moderate difficulty. Toward the
end of the term students select a short article or a chapter of
a book in their field of interest for outside reading. Classes
meet four times per week in sections of 20-25 students. There
are weekly quizzes as well as course-wide midterm and final examinations.

Other Language Courses

French 305 is a minicourse for students who would like to keep
up with their French in an informal atmosphere. It is organized
like French 205/206, but cultural and intellectual readings provide
topics of conversation. Classes meet twice a week in sections
of 20-25 students. There are no examinations, and attendance, homework and active participation in classroom activities determine the credit/no credit grades.

361. Intermediate French. French 232 or
equivalent. No credit granted to those who have completed 360.
(3). (Excl).

The purpose of this course is to help students develop a proficiency
in the spoken language and improve their writing skills. French
grammar is reviewed, and a discussion of readings on various aspects
of contemporary French life permits participants to expand vocabulary, to practice speaking French and to increase their understanding
of French daily life. Outside readings in connection with the
basic cultural themes are studied. Press articles, interviews
and the like are used to stimulate discussions. Classes meet three
times a week in section. All classes are taught in French. Laboratory
activities (listening comprehension program), simulations, one
novel, one play. Bi-weekly essays. Two examinations, one final
composition. (Gabrielli)

362. Advanced French. French 361. (3).
(Excl).

This course is designed to develop communication in spoken
French and to increase familiarity with French culture and social
life. Also, through an analysis of interviews with French people
from all walks of life, students are able to distinguish among
various styles of expression and to understand how language reveals
social class, political leanings, and other relevant cultural
characteristics. Although there is no formal teaching of French
grammar, some class time is devoted to grammatical difficulties
as revealed through the weekly essays. Classes meet three times
each week and are taught in French. All sections take three common
examinations. Laboratory activities, two novels, one play, simulation, bi-weekly essays. (Gabrielli)

371. Writing French. French 361. (3).
(Excl).

The main objective of the course is to develop the skills necessary
to writing correct, fluent French. In order to achieve it we will
work on three levels: (a) development and reinforcement of correct
grammar through presentation of specific syntactic problems, practice
exercises, and individual diagnosis of students' writing; (b)
development of vocabulary (elimination of faux-amis, finding "le
mot juste"); (c)development of quality in composition from
imitation to creation (learning how to organize an essay and how
to write in tight sparse prose). Students are expected to write
frequent essays (one a week). Final course grade is based on the
level of proficiency achieved at the end of the term, with important
consideration given to the quality of the work throughout the
term. This course is elected primarily but not exclusively by
students majoring in French. (Muller)

372. Problems in Translation. French 371
or permission of instructor. (3). (HU).

This new course is designed as an introduction to translation
from English into French. Texts to be translated will be chosen
from contemporary articles in magazines and newspapers as well
as contemporary novels, the choice being dictated by the social
and linguistic interest of the texts. We shall review some of the grammatical pitfalls encountered in translation by means of
comparison and exercises; special attention will be given to the
enrichment of vocabulary by systematic work on synonyms and idiomatic
phrases. Students are expected to come prepared to every class.
The final grade will be based on class participation, weekly papers, and short quizzes to check the acquisition of points discussed
in class. Mid-term and final exams. Maximum enrollment is 15.
(Muller)

380. Intermediate Business French. French
361 and 362. Students may be permitted to take 380 and 362 concurrently.
(3). (Excl).

This course is designed to familiarize the student with the
LANGUAGE of business transactions in France. It deals with both
written and spoken commercial French. It is partly built around
a fictitious company: EUROSPORT, whose activities are divided
into themes dealing with various aspects of the business world:
banking, advertising, claims and disputes regarding products, organization and hierarchy of the enterprise, applying for a job
in France. The writing will concentrate on commercial correspondence
and will stress the formal nature of written business French.
There will be occasional translation exercises and one simulation.
Students will write two medium length papers and take a final
exam. Coursepack. NO AUDITORS. To respond to student demands, the maximum enrollment has been increased to 45. If the course
is full, the second meeting will be divided into TWO RECITATION
SECTIONS, meeting twice a week, while the first one will be A
LECTURE. (M. Gabrielli)

453/Rom. Ling. 553. French
Phonology and Morphology. French 361 and 362, or
equivalent. (3). (Excl).

The course deals primarily with French phonology and morphology
from a structural point of view. In phonology, English and French
vowels, consonants, syllabic structures, and prosodic features
are compared. Students learn to describe French sounds accurately, explain causes of pronunciation problems encountered by speakers
of American English, transcribe prose and poems using phonetic
symbols, and read phonetic transcriptions of dialogues. In morphology, the evolution of French sounds and words and the formation of
words through compounding and derivational processes constitute the main topics. The course is conducted in French. No previous
knowledge of phonetics is necessary. Class time is divided into
lectures and TRAVAUX PRATIQUES. There are three one-hour tests.
(Hagiwara)

The course consists of four main components: phonology, morphology, syntax, and psycholinguistics. In each component, discussions
of theories are combined with practical problem-solving. Students
are introduced to different fields of linguistics, a contrastive
study of English and French phonetics, a linguistic method of
analyzing the French language, problems of teaching pronunciation, grammar, vocabulary, and an evaluation of different teaching methods, techniques, and available materials. The course is conducted in
English. Class time is divided into lectures, discussions, and TRAVAUX PRATIQUES. There are midterm and final examinations and a paper. High proficiency of spoken and written French is required.
No previous knowledge of linguistics or phonetics is needed. (Hagiwara)

Literature

331. French Literature in Translation. Not
open to French concentrators. (3). (HU).

POWER AND DESIRE. Why are the themes of adultery and seduction
so frequent in the novel; and what do they tell us about the power
structure of society? What in particular can we learn about gender-relations
from the novelistic treatment of these themes? In what other ways
do novels address social issues? If power and desire are "written
into" novels, are there also investments of power and desire
in the narrative act, or in novelistic writing, itself? These
and similar questions will be explored in reading some influential
French-language novels, ranging from seventeenth-century France
to contemporary Quebec. We will look at them in two strands, distinguishing
novels that center primarily on desire (Lafayette, Laclos, Proust)
and those that center more particularly on power (Balzac, Carrier), and taking MADAME BOVARY as a starting-point because it so clearly
straddles the two categories. Lectures, and bi-weekly discussions.
No knowledge of French is required. Students will mainly need
reading time (approximately 5-8 hours per week). Written work:
regular notes on reading and class-discussions in the form of
a journal. SPECIAL ASSIGNMENTS (ABOUT 30 PAGES IN ALL) FOR ECB
JUNIOR/SENIOR WRITING REQUIREMENT. No exams. TEXTBOOKS: Lafayette, THE PRINCESSE DE CLEVES; Laclos, LES LIAISONS DANGEREUSES; Balzac, HISTORY OF THE THIRTEEN; Flaubert, MADAME BOVARY; Proust, SWANN'S
WAY; Carrier, LA GUERRE,YES SIR! (Chambers)

387/388/389 INTRODUCTION TO FRENCH LITERATURE.

The objective of this series of courses is to acquaint students
with significant literary works and literary theories drawn from the entire range of French literature. Each work is analyzed (in
French) individually for its own merit and is then placed within the context of its period. Students are asked to read carefully the assigned works, to reflect on them, and to express their reactions
and ideas in class. The instructor holds class discussions, points
out the artistic values of the work, and attempts in many cases
to show the evolution of literature as it reflects various external
factors. Grades may be based on discussions, papers, and a midterm
and/or final examination.

387. Introduction to French Literature (1600 to 1800).
French 232. (3). (HU).

This course will introduce students to French literature of the 17th and 18th centuries. Its aim is to familiarize them with the literary genres and techniques prevalent in these periods, the cultural and ideological contexts in which the works were
produced, and to introduce them to the methods of literary analysis.
The class will combine lecture and discussion. Active student
participation will be encouraged. Students will be responsible
for the following texts: Corneille, LE CID, Molière, LE
TARTUFFE, Racine, PHEDRE, Voltaire, CANDIDE, Rousseau, LES REVERIES
DU PROMENEUR SOLITAIRE. Grades will be based on a short paper
on each of the works studied and on class participation. There
will be no final examination. The course will be conducted in
French.

SECTION 003 – FRENCH WOMEN'S WRITING. This course will examine the works of French women writers from the 17th century to the
present in various genres – prose fiction, poetry, essays, letters.
We will consider the place of female authors in the literary canon, and the problematics of the woman writers, but the primary focus
will be close analysis of selected texts in the light of feminist
criticism. Our discussions will also explore the concept of the
female text and the implications of "writing as a woman."
Authors will include: Lafayette, Sevigne, Graffigny, De Stael, Tristan, Sand, Vivien, Colette, de Beauvoir, Wittig, Duras and Cixous. NB: Texts will be read in French; discussion will be conducted
in French or English depending on the composition of the class.
Requirements: an oral presentation; a paper; and a final exam.
In addition to the above undergraduate, prerequisites, a 400-level
literature course or permission of instructor are necessary. (Stanton)

451. Introduction to Twentieth-Century French Literature.
French 387, 388, 389, or the equivalent. (3). (HU).

Courses in Italian
(Division 399)

101. Elementary Italian. (4). (FL).

This course has as its primary objective the acquisition of
a fundamental understanding of basic Italian grammar with emphasis
as well on conversation. Text for the course is Lazzarino's PREGO
with workbook and lab manual; Italian 101 covers the first half
of this text (Chapters 1-11). Course topics include (1) fundamental
sentence structure, (2) verb conjugations, (3) adjectives, adverbs, and sentence agreement, and (4) nouns, pronouns, and conjunctive
pronouns and their position. Methods of instruction include (1)
grammar drill, (2) conversation exercises, (3) translation both
oral and written, and (4) weekly quizzes. Grading is based on
quizzes, class participation, midterm, and a final examination.
(Vitti-Alexander)

102. Elementary Italian. Italian 101 or
equivalent. (4). (FL).

This course continues the presentation of the essentials of the Italian language and attempts to broaden student knowledge
of Italian life and culture. Conversation in the language is also
encouraged. The course covers the second half of Lazzarino's PREGO
(Chapters 12-22) with workbook and lab manual; a cultural reader
supplements this set of texts. Course topics include a continuation
of Italian grammar; use of idiomatic expression; the culture, geography, and everyday life of Italy; and conversation topics that encourage discussion. Compositions are required and are based
upon readings or current events. A variety of instructional methods
are used depending on the instructor: grammar presentation and exercises, readings in Italian (dialogues, short articles, Italian
newspapers, and magazines), original writing and oral discussion.
Grading is based on class participation, quizzes, midterm, and a final examination. (Vitti-Alexander)

Other Language and Literature Courses

231. Second-Year Italian. Italian 102
or equivalent; or permission of course supervisor. No credit granted
to those who have completed 112 or 230. (4). (FL).

This course reviews grammar, introduces students to standard
modern Italian through the reading of short stories, plays and poetry, and increases student facility in writing and speaking
Italian. Compositions are required and are based upon reading
or other topics of interest. Class discussions center on readings
or current events. Grading is based on class participation, compositions, quizzes, a midterm, and a final examination.

232. Second-Year Italian, Continued. Italian
231 or permission of course supervisor. No credit granted to those
who have completed 112. (4). (FL).

This course aims at a further development of each student's
reading and speaking knowledge of Italian including increased
facility in both conversation and oral comprehension. There is
a brief review of grammar, and the elements of composition are
stressed. Various genres of literature are read and discussed, and occasional short papers are required on these or other related
topics. Oral reports on various topics are also required. Grading
is based on short papers, class participation, quizzes, a midterm, and a final examination.

360. Italian Culture and History. (3).
(HU).

Through lectures, slides, and films supplemented by readings, this course presents a survey of Italy's cultural achievements
in their historical context from the Middle Ages and Renaissance
to the present. Students with diverse interests and background
- art history, literature, Italian relatives, music, etc. – will
be able to pursue specialized topics within the general historical
outline. Topics include Renaissance art and literature, music
and the rise of opera, the unification and industrialization of
modern Italy, with some attention to contemporary cinema and Italian-American
history. Required are a ten-page paper, a midterm, and a final
examination. The course is taught in English, but students with
a background in Italian will have the opportunity of reading some
texts in the original. (Mazzola)

361. Intermediate Italian. Italian 232
or equivalent. (3). (Excl).

All the basic skills of the language will receive attention
in this course, the primary goal of which is the improvement and refinement of oral, reading and writing proficiency. Review of
difficult points of grammar will be taken up when necessary, but the major concentration will be on class discussion of short reading
materials ranging from newspaper and magazine articles, short
fiction and poetry to polemic essays on contemporary cultural, political and social topics. Short essays will be part of the
regular assignments, as will occasional prepared oral presentations, translations, and dictations. The variety of the materials covered
will be as broad as possible to introduce students to the several
different writing styles and manner of presentation of the language.
The course will be conducted in Italian and will meet three hours
weekly.

420. Topics and Themes in Modern Italian Literature.
One literature course (in any field); knowledge of
Italian is not required. (2). (HU). May be repeated for a total
of 6 credits.

Heroines, Harridans, Helots, and Helpmates: Women in Modern
Italian Literature. From the early nineteenth-century historical
novel to the narratives of the mid-twentieth century, the activities
and aspirations of women are chronicled in a series of depictions that reflect the political and cultural transitions of a nation
late in unification and economic development. The perceptions
of writers – male and female – are embodied in characterizations that express clearly both traditionalistic and modernist attitudes, although the latter are often played out beneath the surface of
conformity. Readings will include both nineteenth- and twentieth-century
materials, with emphasis on short fiction (novellas and short
stories) from the period, 1920-1960. Among the writers to be studied:
Natalia Ginsburg, Anna Banti, Alberto Moravia, Luigi Capuana, and Matilde Serao. Lectures, class discussion, short papers, final
examination. (Olken)

433/MARC 439. Dante in Translation.
A knowledge of Italian is not required. Not open
to Italian concentrators. (3). (HU).

This course will be an introduction and an overview of the
DIVINE COMEDY through lectures and discussions of selected cantos, from the Inferno, Purgatory and Paradise. While stressing the
work as literature, other aspects of XIII and XIV centuries culture, such as medieval religion and philosophy, will be treated. Required
are a paper and a final examination. Lectures in English; students
with reading knowledge of Italian will be encouraged to use the
original text. (Mazzola)

479. Manzoni and Romanticism. Italian
232 or equivalent. (3). (HU).

I PROMESSI SPOSI, the first real Italian novel, and masterpiece
of Italian Romanticism, will be the central work discussed. Introductory
lectures will treat the backgrounds of the period and movement, including Ugo Foscolo's JACOPO ORTIS, and the theoretical consideration
of Italian Romanticism, as expressed both by Manzoni and Giovanni
Berchet. Lectures, class discussion, short papers, and a final
examination. (Olken)

Courses in Portuguese
(Division 452)

101. Elementary Portuguese. (4). (FL).

This course is designed to give students the ability to understand the Portuguese of everyday life when spoken at a moderate speed, to be understood in typical situations of everyday life, and to
read non-technical Portuguese of moderate difficulty. The course
covers units 1-10 of MODERN PORTUGUESE by Ellison et al. Because
of the nature of the text and accompanying tapes, and the nationality
and training of the present staff, students will learn the variety
of Portuguese spoken in Brazil by educated speakers. Classroom
work involves gradual introduction of Portuguese structure through
dialogues and communication exercises which stress listening and speaking. Homework consists of studying grammar, memorizing structures
and verb forms, writing exercises and time in the lab. Grading
will be based on one-hour quizzes given every other week, two
oral exams, class participation and a final exam. A weekly "brown
bag lunch" is held every Wednesday in the Commons Lounge.
Everyone is welcome who wants to practice Portuguese in an informal
environment. Portuguese 101 is offered only in the Fall Term.

231. Second-Year Portuguese. Portuguese
102 or equivalent. (4). (FL).

Second year Portuguese is designed to develop and enhance the
work done in Portuguese 101/102. (See description above). It aims
at perfecting writing and speaking skills, and giving students
a deeper understanding of the literature, history, and culture
of the Portuguese-speaking world. The required texts at the moment
are King and Suner, PASA A FRINTE! and selected short stories
and other materials made available as hand-outs. Classroom work
involves an intensive grammar review, the study of finer points
of Portuguese grammar as made necessary from daily observation
of students' writing and speaking performances, oral presentations
and discussion of short stories and texts from newspapers and magazines. Homework involves studying grammar, preparing oral
presentations, and writing guided essays. Grading is based on
quizzes given every other week, oral presentations, essays, class
participation and a final exam. Portuguese 231 is only offered
Fall Term.

Courses in Romance
Linguistics (Division 460)

300. Introduction to the Romance Languages. French, Spanish, or Italian: five terms at college level or equivalent.
(3). (HU).

The purposes of this course are to discuss the relationships
which exist among the various Romance languages, to acquaint students
with the methods and objectives of Romance linguistics, and to
attract students to a specialization program. Following a brief
introduction to the methodology of linguistic analysis, the grammatical
structures of French, Spanish, Italian, and Rumanian are compared.
The course is conducted in English, and all required reading is
in English. Students who can read other languages are encouraged
to pursue certain topics in these languages. The text is a course
pack supplemented by handouts. (Leonard)

Courses in Romanian
(Division 463)

101. Elementary Romanian. (4). (FL).

The principal subject is the Romanian language, its grammar
and use. Also stressed is the cultural history of Romania and of Romanian civilization. In this regard, the use of film-strips
and records is a prime tool. No special background is needed except
interest and receptivity. Oral and written examinations will be
given on an approximately monthly basis, more for the purpose
of checking student progress than for assigning a hierarchy of
grades. The methods of instruction will be lecture, discussion, and audiovisual materials mentioned above.

231. Second-Year Romanian. Romanian 102.
(4). (FL).

The principal subject is the Romanian language, its grammar
and use, conversation in the language, exercises, translation
from Romanian into English, and vice versa. This course is intended
also, to improve the student's vocabulary, speaking, reading and listening. Also stressed is the cultural history of Romania and of Romanian civilization. In this regard, the use of film-strips
and records are prime tools. Oral and written examinations will
be given on an approximately monthly basis, more for the purpose
of checking student progress than for assigning a hierarchy of
grades. The methods of instruction will be lecture, discussion, and the audiovisual materials mentioned above.

Courses in Spanish
(Division 484)

Elementary Language Courses

Students who intend to continue a language begun in high school
are given a placement test to determine the course level at which they will start their college language instruction.

101. Elementary Spanish. (4). (FL).

For students with little or no previous study of Spanish, this
course provides a basic introduction to Spanish grammar and vocabulary, with emphasis placed on developing functional, communicative language
skills. Extensive practice in listening, speaking and reading
Spanish. Grade based on three departmental evening exams, two
oral exams, other quizzes and written work, daily oral work. (Spanish
101 AND 102 are the equivalent of Spanish 100.)

SECTION 026: PERMISSION OF COMPREHENSIVE STUDIES PROGRAM (CSP).
This CSP section is designed for native speakers of Spanish who
have some degree of aural-oral fluency in the language but lack
basic reading and writing skills. The class will meet five hours
a week.

A continuation of Spanish 101; composition and reading skills
given more practice. Grade based on three departmental evening
exams, three oral exams, other quizzes and written assignments
(including several compositions) and daily oral work. Open only
to students who completed 101 at the University of Michigan.

103. Review of Elementary Spanish. Assignment
by placement test or permission of department. No credit granted
to those who have completed 102. (4). (FL).

A refresher course for students with two or three years of
high school Spanish whose previous study did not occur within the preceding two years. Equivalent to 101 and 102 condensed into
one term. It prepares students for Spanish 231. Transfer students
should elect Spanish 102 if they have completed the equivalent
of Spanish 101 elsewhere.

The purpose of this one credit hour course is to develop confidence
in the use of the spoken language and to encourage development
of listening comprehension and oral skills. Most of the course
work is done in class, but outside readings which are later discussed
in class are sometimes assigned. Often the class is divided into
small groups which then pursue activities which are of special
interest to the group. These classes meet two hours each week, and the most important qualities necessary to participate successfully
are a willingness and a desire to learn. Grades are based solely
on class performance. There is no standard text. THIS COURSE CANNOT
BE USED TO SATISFY SPANISH CONCENTRATION REQUIREMENTS.

231. Second-Year Spanish. Spanish 102, or 103, or the equivalent; or assignment by placement test. No
credit granted to those who have completed 112 or 230. (4). (FL).

This course is designed to improve the speaking, listening, reading, and writing skills of students; to review the fundamentals
of Spanish grammar; to build vocabulary; and to provide some insight
into the literature, history, and culture of Spanish-speaking
peoples. Course grade based on two oral exams and a series of
quizzes designed to assess ability to read, write and understand Spanish plus periodic written work (including compositions), and oral class participation.

232. Second-Year Spanish, Continued. Spanish
231 or the equivalent; or assignment by placement test. No credit
granted to those who have completed 230 or 112. (4). (FL).

This course is designed to develop fluency in understanding, speaking, reading, and writing Spanish and to provide a deeper
understanding of the literature, history, culture, outlooks, and habits of Spanish-speaking peoples. Course grade is based on two
oral exams, a series of quizzes designed to assess ability to
read, write and understand Spanish plus periodic written work
(including compositions), and oral class participation.

Special Elementary Reading Courses

Spanish 111 and 112 are designed for juniors, seniors, and graduate students interested in gaining a reading knowledge of the language.

Other Language Courses

The purposes of this one credit hour course are (1) to apply
Spanish to real-life situations and (2) to increase the linguistic
skills (phonological, morphological, and syntactical) necessary
for mastery of conversational Spanish. While the instructor serves
as the leader in determining classroom activities, the class is
often divided into small groups of three or four students. The
class meets two hours each week, and the course grade is based
primarily on class work. There is no standardized text. THIS COURSE
CANNOT BE USED TO SATISFY SPANISH CONCENTRATION REQUIREMENTS.

Spanish 361 is intended to improve the student's written and spoken Spanish. A variety of instructional methods are used depending
on the instructor: translations, presentations, readings in Spanish
(short stories, plays, newspaper and magazine articles, etc.).
Compositions of at least two pages will be assigned weekly. Class
discussions are based on topics selected by the instructor and by the students. Brief presentations by individual students are
occasionally required. Classes are taught in Spanish exclusively.
The final grade is based on compositions, exams and participation
in discussion and other class projects.

Spanish 362 is intended to improve the student's written and spoken Spanish. A variety of instructional methods are used depending
on the instructor: translations, presentations, readings in Spanish
(short stories, plays, newspaper and magazine articles, etc.).
Compositions of at least two pages will be assigned weekly. Class
discussions are based on topics selected by the instructor. Brief
presentations by individual students are occasionally required.
Classes are taught in Spanish exclusively. The final grade is
based on compositions, exams and participation in discussion and other class projects. (Section 002 – Anderson; Section 004: Staff)

363. Problems in Language Translation. Spanish
361; Spanish 232 with permission of instructor. (3). (Excl). May
be elected for a total of six credits.

This course begins with translations of short items from newspapers
on a variety of fields, essays, historical texts, short stories, criticism and poetry. Students are required to read a number of
essays on the theory and problems of translation to become aware
of the nature of translation. The course is divided into two parts, the first will deal with Spanish-English translation. During this
period students will learn the techniques of translation going
from the less to the more known language. This period is used
to sensitize students to the dual task of the translator, to interpret
correctly the original and to be faithful to the demands of the
target language. Thus, alternatives in nuances, words, the need
to rearrange sentences are investigated in a language that they
control. Once this process of initiation is completed, translations
into Spanish are undertaken. Students must prepare daily translations
and participate in the discussions to search the most appropriate
rendering of the original. (Casa)

453. Advanced Syntax. Spanish 361 and 362. (3). (Excl).

This course aims to improve student understanding and mastery
of written Spanish through:(a) detailed analysis of specific syntactic
problems, such as the tense structure of Spanish, the subjunctive
mood, and the pronoun system (b) extensive grammar exercises, (c) vocabulary building exercises and (d) writing and editing
compositions. Student grade is based on three major exams, compositions, and class participation (discussion and correction of grammar
exercises). Class meets three hours a week. (Wolfe)

Theoretical and practical aspects of second language acquisition
with special reference to the acquisition of Spanish by speakers
of English. Principles of syntactic, semantic, morphological, and phonological analysis applied to practical problems in teaching
and learning Spanish. Among the topics included in the course
are: theory; analysis of learning problems; course design; textbook
analysis; testing; techniques for teaching and learning (a) listening, (b) speaking, (c) reading, and (d) composition skills. Knowledge
of Spanish and English is required. (Wolfe)

Literature

372. Introduction to Spanish Literature. Spanish
232 or the equivalent. (3). (HU). May be repeated for credit.

The Enlightenment, Romanticism, Realism, the Generation of
'98, and the years around the Spanish Civil War are the periods
represented in this survey of modern Spanish literature. The course
will thus lay a good historical foundation for further Spanish
courses and for comparisons to readings from other literatures.
Essays, plays, poems and novels are analyzed as individual works
for the beginning student, and an effort is made to show how they
exemplify their historical and cultural context. Representative
authors who may be studied are Larra, Zorrilla, Espronceda, Becquer,Galdos, Unamuno, and Lorca. The class format is basically recitation, but lectures and reports will also be used. Exercises consist
of quizzes, a term paper, and a final examination. The course
is conducted in Spanish. (Hafter)

374. Monographic Studies in Latin American Literature.
Spanish 232. (3). (HU). May be repeated for credit.

Section 001 – Narrating the Conquest of America. How does our
understanding of events change according to the way they are told
to us? Can content be separated from its formal presentation or
is there no tale apart from its telling? This course will address these questions through a variety of narrative accounts of historical
events: the Spanish conquests of Mexico and Peru. We will examine the ways in which various kinds of telling (chronicle, epic, romance, and essay) and various kinds of subject positioning (the locus
and identity of the tale's teller) combine to produce accounts that do not necessarily fulfill our expectations for discovering
"the events as they really happened." Readings and discussion
will be primarily in Spanish; in English as needed. (Adorno)

375. Civilización de Espa – a (Spanish
Civilization). Spanish 232. Spanish 375 and 376 may
not both be included in a concentration plan in Spanish. (3).
(HU).

This course will focus on some current issues that confront
Spanish democracy. Social, economic, political and cultural aspects
of Spanish life will be discussed. For example, what do the Spanish
people think about abortion or the relationship between the Church
and the State? How has the Spanish economy changed since Spain's
entry into the Common Market? Are the Spanish people satisfied
with their monarchy and the present socialist government? What
do the Spaniards think changed when Spain joined NATO. How did the cultural life improve after the death of the dictator Francisco
Franco? The objective of the course is to discuss the contemporary
problems as well as the historical origins of these and other
questions and to expose students to the perspective that the current
democracy introduced. The course will cover information about these issues through readings and lectures. The goal is to stimulate
critical thinking by the students and discussion in the class.
(Calvo)

Section 001 – Dynamics of Colonial Discourse. Colonial literary
production is often assumed to be imitative and boring, servile
to the aesthetic norms of the dominant culture and to the political
exigencies of its ideology. Today, a major critique of these views
of colonial letters is underway and we are discovering that colonial
discursive and narrative practices defy facile description. This
course will examine these complex dynamics by reading the works
of European, creole, and Amerindian authors and discussing the
following topics: (1) Past and present: The use of written histories
of the Spanish conquests to address contemporary colonial problems;
narrative strategies that conceal and reveal hidden polemics;
(2) Self and other: Marginalized writers' (Amerindians', women's)
responses to views of themselves, their history and culture; (3)
Text as context: The interrelationships of colonial discourses: their dialogical, polemical nature and the persistence of certain themes; (4) A critiques of dichotomies: An evaluation of dualities
and oppositions as pertinent categories of analysis of the colonial
literary situation. Readings, lectures and class discussions will
be primarily in Spanish; in English as needed. (Adorno)

467. Spanish Literature of the Eighteenth Century.
Spanish 361 and three courses chosen from among Spanish
371-378. (3). (HU).

The course presents the intellectual and literary awakening
of Spain in the first century under the Bourbons. Lectures and class discussions will focus on such issues as the rise of a critical
spirit in a country deeply sensitive to its decline and intensely
suspicious of foreign thought; the attempts to define the national
culture in conservative or progressive terms, and to create a
literature in accord with those tendencies; Neoclassicism as art
and problem; the development of sensibility, and early Romantic
stirrings. Authors to be studied include Feijoo, Forner, Garcia
de la Huerta, Jovellanos, Ramon de la Cruz, Cadalso and Moratin.
Hour and final examinations, term paper, and an occasional class
exercise. (Hafter)

472. The Modern Spanish Novel. Spanish
361 and three courses chosen from among Spanish 371-388 or equivalent.
(3). (HU).

This course is subtitled: The Feminine and the Modern Spanish
Novel. It will focus on modern Spanish fiction, both male- and female-authored, and will use the framework of feminist criticism
as the discussion model. Among the authors and texts to be studied
are: Benito Perez Galdos' TRISTANA, Valle-Inclan's SONATA DE
OTONO, Miguel de Unamuno's "Dos madres," Carmen Laforet's
NADA, Dario Fernandez-Florez's LOLA, ESPEJO OSCURO, Carmen Martin-Gaite's
"Las Ataduras," Miguel Delibes' CARTAS DE AMOR DE UN
SEXAGENARIO VOLUPTUOSO, and DOCE RELATOS DE MUJERES. We will be
using K.K. Ruthven's FEMINIST LITERARY STUDIES. AN INTRODUCTION
and a course pack of selected essays of feminist criticism. The
class will be given through lecture and discussion. There will
be a series of small papers, a mid term, and a final exam. If
enrollment calls for it, the course may be given in English. (Valis)

Cervantes' masterpiece is not only an ambiguous and highly
debated work, but also a compendium of Renaissance literary genres.
The author launches his personage on a series of adventures whose
meaning is not always clear. For this reason, the work has been
considered both a funny book whose only purpose it was to entertain
by satirizing chivalric novels, and the ultimate presentation
of sublime idealism. The class will deal with these contradictory
explanations, with the literary tradition that made it possible, chivalric romances, pastural literature, the short-story, and with the important contributions of Cervantes to the formation
of the modern novel. Students are expected to participate actively
in class discussion and to write three papers on different subjects
during the term. A final examination is also required. It is suggested that students buy the book before summer break and begin to read
it before the term begins. The edition to be used is that of Luis
Andres Murillo for Castalia. (Casa)

488. Latin American Narrative of the Twentieth Century.
Spanish 361 and three courses chosen from among Spanish
371-388. (3). (HU).

This course explores the Latin American novel of the 20th Century
in the context of narratology. One among several kinds of narrative
manifestations, the novel is perhaps the most complex of them
all, in that it not only narrates a story but does it at the same
time that it explores the limit and possibilities of narrating
a story. Although it is frequently presented as fictional discourse, the modern Latin American novel has also established a close relationship
with historical and testimonial narratives. The course is designed
for Spanish, Latin American and Latino Studies concentrators.
Spanish 381 or 382 is recommended. Reading will be in Spanish.
Discussion will be in Spanish or English, according to the group
composition. Exams will be based on oral presentations, exams
and a final paper. (Mignolo)

MEDIEVAL AND RENAISSANCE LOVE POETRY. The main goal of this
course is to examine Medieval and Renaissance love-poetry in a
broad European context. In the first part of the course we will
study the development of love-lyric from its first manifestations
in Arab Spain in the High Middle Ages; in the second part its
flourishing in Provence, Catalonia, Galicia, Portugal and Castile;
and in the final part its renewal in fourteenth-century Italy
and the beginning of its decline at the end of the fifteenth-century
of the Iberian Peninsula. The readings will include: Spanish Arabic
love poems, Galician-Portuguese "cantigas de amor,"
Provençal and Catalan love-poetry, "stilnovisti"
compositions, Ausias March's love poetry, Aviceanna's TREATISE
ON LOVE, Ibn Hazm's THE RING OF THE DOVE, Andreas Capellanus;
THE ART OF COURTLY LOVE and Ramon Llull's, THE BOOK OF THE LOVER
AND THE BELOVED. (All works will be available in translation).
The format of the course will consist of lectures and discussions
around formal aspects of the texts and a broad cultural background.
Lectures will be given in English. Requirements will include:
active participation in class discussions, two ten to fifteen
page papers and one final exam. (Vaquero)